released items support materials 2014 grade 8 science

New England Common Assessment Program

Released ItemsSupport Materials

2014

Grade 8Science

1NECAP 2014 Grade 8 Science Released Items_V2

NECAP 2014 RELEASED ITEMS GRADE 8 SCIENCE

Grade 8 Science Released Item Information

Item Number Big Idea1 Assessment Target

Depth of Knowledge

CodeItem Type2 Answer Key

Total Possible Points

1 INQ PS 1-1 2 MC D 1

2 INQ PS 1-2 2 MC C 1

3 POC PS 2-6 2 MC D 1

4 POC ESS 1-1 2 MC D 1

5 POC ESS 1-3 2 MC D 1

6 POC ESS 1-5 2 MC B 1

7 SAE LS 1-1 2 MC A 1

8 MAS LS 3-8 2 MC D 1

9 POC LS 4-12 2 MC B 1

10 INQ LS 2-5 2 CR 4

Grade 8 Science Released Inquiry Task Information

Item Number Big Idea1 Inquiry ConstructDepth of

Knowledge Code

Item Type2Total

PossiblePoints

1 INQ 2 2 SA 2

2 INQ 11 2 SA 2

3 INQ 12 3 SA 2

4 INQ 6 2 SA 2

5 INQ 8 2 CR 3

6 INQ 4 3 CR 3

7 INQ 2 2 SA 2

8 INQ 5 2 SA 2

1Big Idea: NOS = Nature of Science, SAE = Systems and Energy, MAS = Models and Scale, POC = Patterns of Change, FAF = Form and Function, INQ = Scientific Inquiry

2Item Type: MC = Multiple Choice, CR = Constructed Response, SA = Short Answer



PS1 (5-8) INQ-1 Investigate the relationships among mass, volume and density.

47786.006 D Common, CMN

q A wooden rod is broken into two equal pieces. The mass and volume of each new piece are exactly half the original rod’s mass and volume.

Which statement is true about one of the new pieces?

A. The new piece has half the original density because it has half the original volume.

B. The new piece has half the original density because it has half the original mass.

C. The new piece has the same density as the original rod because it is the same mass as the original rod.

D. The new piece has the same density as the original rod because it is the same material as the original rod.



PS1 (5-8) INQ-2 Given data about characteristic properties of matter (e.g., melting and boiling points, density, solubility), identify, compare, or classify different substances.

48343.006 48344 C Common, CMN

w The diagram below shows four objects in a beaker filled with liquid.

W X

Y

Z

Which object most likely has the same density as the liquid in the beaker?

A. object W

B. object X

C. object Y

D. object Z



PS2 (5-8) POC-6 Given a real-world example, show that within a system, energy transfers from one form to another (i.e., chemical, heat, electrical, gravitational, light, sound, mechanical).

174976.004 174977 D Common, CMN

e The picture below shows a hammer about to hit a nail.

Which statement describes the mechanical energy of the hammer when it strikes the nail?

A. The mechanical energy is lost.

B. The mechanical energy is created.

C. The mechanical energy equals zero.

D. The mechanical energy is transferred.



ESS1 (5-8) POC-1 Use geological evidence provided to support the idea that the Earth’s crust/lithosphere is composed of plates that move.

87085.005 D Common, CMN

Use the Plate Movements diagram on the reference sheet to answer the question.

r At 36,000 feet below sea level, the Mariana Trench is the deepest point in the ocean. Which process formed this trench?

A. two plates pulling apart from each other

B. two plates sliding horizontally past each other

C. two plates colliding with each other and both plates pushing upward

D. two plates colliding with each other and one plate sliding underneath the other



ESS1 (5-8) POC-3 Explain how Earth events (abruptly and over time) can bring about changes in Earth’s surface: landforms, ocean floor, rock features, or climate.

218646.005 218647 D Common, CMN

t The landform in the picture below is located in an area of Utah where the climate has been dry for thousands of years.

How was the landform most likely changed by the environment over time?

A. Floodwaters quickly washed away large chunks of rock.

B. Intense sunlight quickly split away small chunks of rock.

C. Glacial ice slowly carved away the top layers of rock.

D. Windblown sand slowly chipped away tiny particles of rock.



ESS1 (5-8) POC-5 Using data about a rock’s physical characteristics make and support an inference about the rock’s history and connection to rock cycle.

91735.008 91736 B Common, CMN

y The diagram below shows layers of ocean floor labeled X.

Land

Oceansurface

Remains ofmicroscopic

marineorganisms

X}

Which type of rock will eventually form at location X?

A. extrusive rock, because the layers are on the ocean floor’s surface

B. sedimentary rock, because sediments are continuously being deposited

C. fine-grained igneous rock, because the sediment is microscopic

D. layered metamorphic rock, because the ocean floor is layered



LS1 (5-8) SAE-1 Using data and observation about the biodiversity of an ecosystem make predictions or draw conclusions about how the diversity contributes to the stability of the ecosystem.

58316.007 A Common, CMN

u In the 1940s, the Eurasian milfoil was introduced to American waterways. This plant grows fast, crowding out native species in rivers and lakes in nearly every state in the United States.

Which conclusion about introduced species is most supported by the Eurasian milfoil example?

A. Introduced species can dominate and harm an ecosystem’s biodiversity and stability.

B. Introduced species can fit in and benefit an ecosystem’s biodiversity and stability.

C. Introduced species can die out but still damage an ecosystem’s biodiversity and stability.

D. Introduced species can die out and not harm an ecosystem’s biodiversity and stability.



LS3 (5-8) MAS-8 Use a model, classification system, or dichotomous key to illustrate, compare, or interpret possible relationships among groups of organisms (e.g., internal and external structures, anatomical features).

48239.006 50634 D Common, CMN

i A student is classifying an animal using the dichotomous key below. The animal has lungs, scaly skin, and a backbone, and it lays eggs on land.

a. If yes, go to 2.

b. If no, it is an invertebrate.

Does the animal have a backbone?1.

2. Does the animal have lungs?

a. If yes, go to 3.

b. If no, it is a fish.

3. Does the animal lay eggs in water?

a. If yes, it is an amphibian.

b. If no, go to 4.

4. Does the egg develop inside the mother?

a. If yes, the animal is a mammal.

b. If no, go to 5.

5. Does the animal have scaly skin or feathers?

a. If it has feathers, it is a bird.

b. If it has scaly skin, it is a reptile.

Based on the key, which type of animal is the student classifying?

A. amphibian

B. fish

C. mammal

D. reptile



LS4 (5-8) POC-12 Describe the major changes that occur over time in human development from single cell through embryonic development to new born (i.e., trimesters: 1st - group of cells, 2nd - organs form, 3rd - organs mature).

144301.007 144302 B Common, CMN

o Which human embryo is the most developed?

A.

B.

C.

D.



LS2 (5-8) INQ-5 Using data and observations, predict outcomes when abiotic/biotic factors are changed in an ecosystem.

48554.007 48555 Common, CMN

a A utility company has proposed building a natural gas power plant next to a lake. The company claims burning natural gas will release only harmless gases such as water vapor (H2O) and carbon dioxide (CO2), but some environmental scientists disagree. The picture below shows the proposed power plant.

Coolingtower

Cool water in Hot water out

H2O CO2

Lake

Proposed Natural GasPower Plant

a. Explain one way the proposed power plant might affect the atmosphere.

b. Explain two ways the proposed power plant might affect organisms in the lake ecosystem.



Scoring Guide

Score Description

4

Response demonstrates a thorough understanding of how abiotic factors can change an ecosystem. Student provides one explanation of how the proposed plant might affect the atmosphere and two explanations of how the proposed plant might affect the lake ecosystem. The response has no errors or omissions.

3Response demonstrates a general understanding of how abiotic factors can change the ecosystem. The response has an error or omission.

2Response demonstrates a limited understanding of how abiotic factors can change the ecosystem. The response has errors and omissions.

1Response demonstrates a minimal understanding of how abiotic factors can change the ecosystem. The response has several errors and omissions.

0Response is incorrect or contains some correct work that is irrelevant to the skill or concept being measured.

Blank No response

Part a. (2 holistic points):

• Carbon dioxide is a greenhouse gas. Its emission may contribute to global warming and may lead to climate changes in many regions of the world.

• Particulates (smoke) will be added to the air. This may cause more fog and clouds to form.

• Other chemicals may be released that might pollute the air or cause acid rain.

• Note: just mentioning “there are greenhouse gases” isn’t sufficient for full credit. There needs to be a verb that indicates a change takes place.

• Note: students may argue for a positive effect with justification (for partial credit).

Part b. (2 holistic points for each explanation):

• Warm water can cause massive fish kills when the released water is too hot for the fish to tolerate.

• Warm water holds less oxygen than cool water. Some aquatic organisms might die due to the lack of oxygen.

• The loss of small organisms will reduce the food supply for the fish, thus affecting the entire ecosystem.

• Fish and other large organisms might be trapped by the screens in the water inlet pipes.



• Smaller organisms that go through the screens in the inlet pipes will most certainly be killed by the high temperature of the tower.

• Warmer water will increase the respiration rates of aquatic organisms and the consumption of already depleted oxygen.

• Warmer water can increase fishes’ and other organisms’ susceptibility to disease, parasites, and toxic chemicals.

• Warmer water might adversely affect spawning and kill young fish.

• Fish might be larger but have a shorter life span.

Point Conversion:

• 6 points = 4

• 4–5 points = 3

• 2–3 points = 2

• 1 point = 1



Score Point 4

a

In Part A, the response explains that the plant might affect the atmosphere by increasing the carbon dioxide levels (2 pts). In Part B, there are two clear explanations of how the proposed plant might affect the lake ecosystem (4 pts). The response has no errors or omissions.



Score Point 3A

a

In Part A, the response explains that the plant might affect the atmosphere by increasing the carbon dioxide levels (2 pts). In Part B, there is only one explanation of how the plant might affect the lake ecosystem—increasing the temperature of the lake and killing organisms (2 pts).



Score Point 3B

a

In Part A, the response explains that the plant might increase the amount of harmful gases, which would “cause a greenhouse effect” (2 pts). In Part B, there is only one explanation that receives credit—increasing the temperature of the lake could kill organisms (2 pts).



Score Point 2

a

Score Point 1

a

The response demonstrates a minimal understanding in Part B for recognizing that “fish like cold water not hot water” (1 pt).

In Part A, the response describes that the plant might increase the carbon dioxide levels, but gives an incorrect explanation of how this affects the environment (1 pt). In Part B, there is only one explanation—increasing the temperature of the lake could kill organisms (2 pts).



Score Point 0

a

The response does not demonstrate understanding of how abiotic factors can change an ecosystem. (0 pts).


NECAP 2014 RELEASED INQUIRY TASK GRADE 8 SCIENCE

Broad Area of Inquiry: Formulating Questions and HypothesizingInquiry Construct 2: Construct coherent argument in support of a question, hypothesis, prediction.

Scoring Guide

Score Description

2

The response demonstrates a general understanding of constructing a coherent argument in support of a question, hypothesis, or prediction. The response explains why drawing a food web is a useful way to help the students predict how organisms in an ecosystem might be affected by changes to a specific population in that ecosystem.

1The response demonstrates a limited understanding of constructing a coherent argument in support of a question, hypothesis, or prediction.

0 The response is incorrect or irrelevant to the skill or concept being measured.

Blank No response

A general understanding can be exemplified by the following sample response:

Food webs show relationships between organisms, specifically which organisms eat which organisms, so if a change occurs in a particular population, one can predict which organisms or species will be affected (for example, increase or decrease in number).

258713.000 Common, CMN

q Explain why drawing a food web is a useful way to help the students predict how organisms in an ecosystem might be affected by changes to a specific population.



Score Point 2



Score Point 1



The response demonstrates a limited understanding of the concept by describing that a food web shows “who eats what,” but the explanation does not address how populations could be affected.

The response demonstrates a general understanding of the task. The response discusses how you can see what each animal eats, and how a decrease in a prey population could lead to a decrease in a predator population.



Score Point 0



The response is incorrect or irrelevant to the skill or concept being measured.



Broad Area of Inquiry: Developing and Evaluating ExplanationsInquiry Construct 11: Analyze data, including determining if data are relevant, artifact, irrelevant, or

anomalous.


w Identify whether Calvin’s prediction that the seagull population would significantly decrease is supported by the food web in Figure 2. Use evidence from the food web to explain your answer.

Figure 2. Partial Rocky Intertidal Zone Food Web

Seagrass

Greenalgae Lichen

Bluemussel

Seaurchin PeriwinkleBarnacle

Sea star

Greencrab

Seagull



Scoring Guide

Score Description

2

The response demonstrates a general understanding of analyzing data, including determining if data are relevant, artifact, irrelevant, or anomalous. The response includes an identification of whether the claim is supported by the food web and uses evidence from the food web to explain the response.

1The response demonstrates a limited understanding of analyzing data, including determining if data are relevant, artifact, irrelevant, or anomalous.


Blank No response


No. The food web shows that seagulls also eat sea stars, sea urchins, barnacles, and periwinkles, so there would be other food for the seagulls if the green crab population decreases.



Score Point 2



Score Point 1



The response demonstrates a limited understanding. The response correctly indicates that the claim isn’t supported by the web, but the supporting evidence is not very detailed.

The response demonstrates a general understanding. The response correctly indicates that the claim isn’t supported by the web, and gives other food sources as evidence to support the position.



Score Point 0



The response does not demonstrate understanding. The response incorrectly indicates that the claim is supported by the web.



Broad Area of Inquiry: Developing and Evaluating ExplanationsInquiry Construct 12: Use evidence to support and justify interpretations and conclusions or explain how

the evidence refutes the hypothesis.

Scoring Guide

Score Description

2

The response demonstrates a general understanding of using evidence to support and justify interpretations and conclusions. The response includes a prediction of how the populations of blue mussels and sea stars would most likely change if the population of green crabs increased and uses evidence from Figure 2 to explain the answer.

1The response demonstrates a limited understanding of using evidence to support and justify interpretations and conclusions.


Blank No response


The populations of blue mussels and sea stars would most likely decrease. The evidence is that green crabs eat blue mussels, and sea stars eat blue mussels. If there were more green crabs, they would eat more blue mussels. If there are fewer blue mussels, then the sea star population might have less to eat.

Note: Students might say that the sea star population would not change significantly if it ate more of the other organisms in the food web (sea urchins and barnacles).


e Predict how the populations of blue mussels and sea stars would most likely change if the population of green crabs increased. Use evidence from the food web to support your prediction.



Score Point 2



The response demonstrates a general understanding. The response includes a logical prediction of how the populations of blue mussels and sea stars would most likely decrease, and uses evidence that the crabs and the sea stars both eat the mussels.



Score Point 1



The response demonstrates a limited understanding of the concept by including a logical prediction of how the populations of blue mussels and sea stars would most likely decrease, but does not include evidence.

Score Point 0



The response is totally incorrect. No clear prediction of how the populations would be affected is given.



Broad Area of Inquiry: Planning and Critiquing of InvestigationsInquiry Construct 6: Provide reasoning for appropriateness of materials, tools, procedures, and scale

used in the investigation.

Scoring Guide

Score Description

2

The response demonstrates a general understanding of how to provide reasoning for appropriateness of materials, tools, procedures, and scale used in the investigation. The response describes two pieces of equipment or tools (in addition to the plastic frames) the students most likely used to help them collect data for the population surveys and explains why these tools/equipment were appropriate for collecting data.

1The response demonstrates a limited understanding of how to provide reasoning for appropriateness of materials, tools, procedures, and scale used in the investigation.


Blank No response


The students used paper or a computer. The paper and computer were appropriate so that they could record their data. Reasonable materials include the following: shovels, buckets, nets, pencils, screens, tweezers, clipboards, magnifying glass, weights (to hold down the frames), rakes, field guide, and notebook.

Students should be given credit for these (or other materials) as long as the explanation for how the material was appropriately used is reasonable.


r Describe two pieces of equipment or tools—in addition to the plastic frames—the students most likely used to help them collect data for the population surveys. Explain why each piece of equipment or tool was appropriate for collecting data.



Score Point 2



The response demonstrates a general understanding. The response describes two pieces of equipment or tools the students most likely used to help them collect data for the population surveys—a shovel and a magnifying glass—and includes an appropriate explanation for each.

Score Point 1



The response demonstrates a limited understanding of the task by identifying two pieces of equipment or tools, but does not explain either.



Score Point 0



The response does not demonstrate understanding of the task. The plastic frames were given in the prompt, and the rocky intertidal zone is not an acceptable answer.



Broad Area of Inquiry: Conducting InvestigationsInquiry Construct 8: Use accepted methods for organizing, representing, and manipulating data.

258717.000 258718 Common, CMN

t Use the data from Table 2 to draw a graph that shows the populations of each species found in the three frames. Construct your graph on the grid in your Student Answer Booklet.

Table 2. Population Survey Data from March Field Trip(1 m2 frames)

Frame Number ofBlue Mussels

Number ofSea Stars

Number ofGreen Crabs

1

2

3

36

62

33

3

8

5

2

4

2



Scoring Guide

Score Description

3The response demonstrates a thorough understanding of how to use accepted methods for organizing, representing, and manipulating data. The response includes an accurate graph that shows the populations of each species found in the three frames.

2The response demonstrates a general understanding of how to use accepted methods for organizing, representing, and manipulating data.

1The response demonstrates a limited understanding of how to use accepted methods for organizing, representing, and manipulating data.


Blank No response

A thorough understanding can be exemplified by a graph that includes the following:

• Nine data points that represent the number of each species (OR 3 data points that represent the average number of each species—blue mussel = 43.67, sea stars = 5.33, and green crabs = 2.67) from the three plots correct to within +/–1 scale unit of error

• Plots label located on the x-axis (horizontal)

• Population or Number of Organisms/Individuals label located on the y-axis (vertical)

• Appropriate title from data table

• Range from zero to minimum of 62 on y-axis (vertical) with clearly marked subdivisions (single cm, multiples of cm) so that bar height values can be easily determined

• Either clear labels or a key distinguishing species counts in each plot

Sample graph:



258717.000 258718 Common, CMN


Score Point 3

The response includes an accurate graph that shows how many of each species are found in the three frames. All data points are correct, labels and titles are appropriate, the range and scale are appropriate, and there is an appropriate key.



258717.000 258718 Common, CMN


Score Point 2

The response demonstrates a general understanding. All data points are correct, there is an appropriate title, the range and scale are mostly appropriate except for 0, and there is an appropriate key to distinguish the species, but the axes labels are omitted.



258717.000 258718 Common, CMN


Score Point 1

The response demonstrates a limited understanding. Only Frame 1 has been correctly charted and there is no key to distinguish the species, but there is an appropriate title and the range and scale are mostly appropriate except for the omission of 0.



258717.000 258718 Common, CMN


Score Point 0

The response does not demonstrate understanding. Even though there are generic labels and a title, since none of the data points have been graphed, there is not enough evidence of graphing skills.



Broad Area of Inquiry: Planning and Critiquing of InvestigationsInquiry Construct 4: Identify information/evidence that needs to be collected in order to answer the

question, hypothesis, prediction.

Scoring Guide

Score Description

3

The response demonstrates a thorough understanding of identifying information/evidence that needs to be collected in order to answer the question, hypothesis, or prediction. The response identifies whether the students collected enough data to determine if the test taker’s prediction is supported and explains the answer.

2The response demonstrates a general understanding of identifying information/evidence that needs to be collected in order to answer the question, hypothesis, or prediction.

1The response demonstrates a limited understanding of identifying information/evidence that needs to be collected in order to answer the question, hypothesis, or prediction.


Blank No response

A thorough understanding can be exemplified by the following sample response.

The students have not collected enough data because they only have information from one period in time or from a small area and they need data to help them determine whether the populations of blue mussels and sea stars decreased over time [relative to an increase in the green crab population].


y Read the prediction you made in response to question 3. Use Table 2 and information from the story to explain whether the students collected enough data on their field trip for you to determine if your prediction about the change in population in response to question 3 is supported. Explain your answer.



Score Point 3



The response demonstrates a thorough understanding. The response correctly identifies that there is not enough information to support the prediction, because information would need to be gathered at multiple points in time in order to accurately test the prediction.

e



Score Point 2



The response correctly identifies that there is not enough information to support the prediction, because information would need to be gathered over a certain amount of time, but the explanation does not include detail as to how this information would be used.

e



Score Point 1



The response demonstrates a limited understanding. The response correctly identifies that there is not enough information to support the prediction, but “we could not be getting the whole picture” is a vague explanation.

e



Score Point 0



The response is irrelevant to the concept being measured.

e



Broad Area of Inquiry: Formulating Questions and HypothesizingInquiry Construct 2: Construct coherent argument in support of a question, hypothesis, prediction.

Scoring Guide

Score Description

2The response demonstrates a general understanding of constructing a coherent argument in support of a question, hypothesis, or prediction. The response describes how data from an ongoing population survey could be used to help test the prediction from question 3.

1The response demonstrates a limited understanding of constructing a coherent argument in support of a question, hypothesis, or prediction.


Blank No response

A general understanding can be exemplified by the following sample response.

Population survey data can provide evidence of how the populations of blue mussels, sea stars, and green crabs change over time.


u Describe how data from an ongoing population survey (repeated visits to Coastal Park) could be used to help test your prediction.



Score Point 2



The response demonstrates a general understanding by describing how data from an ongoing population survey could be used to help provide evidence of how the populations change over time.

Score Point 1



The response demonstrates a limited understanding by describing how data from an ongoing population survey could be used to help provide evidence of how the populations change, but doesn't describe how it is an ongoing process over time.





Score Point 0

The response does not demonstrate understanding of the concept.



Broad Area of Inquiry: Planning and Critiquing of InvestigationsInquiry Construct 5: Develop an organized and logical approach to investigating the question, including

controlling variables.

Scoring Guide

Score Description

2

The response demonstrates a general understanding of developing an organized and logical approach to investigating the question, including controlling variables. The response describes how the students can make sure that the information they collect from future population surveys will provide the information they need to help them test their predictions and explains the answer.

1The response demonstrates a limited understanding of developing an organized and logical approach to investigating the question, including controlling variables.


Blank No response

A general understanding can be exemplified by the following sample response.

The students can make sure that they are collecting information from the same tidal zone in the same plots. This would give the students evidence of how the populations of the organisms change over a longer period [so that the students could feel their conclusions were better supported].

Note: Other acceptable ways to obtain reliable information include the following: collecting data during the same time of year, collecting data during the same tidal time or taking multiple surveys.


i Describe how the students can make sure that the information they collect from future population surveys will provide the information they need to help them test their predictions. Explain your answer. (Hint: Think about good experimental techniques.)



Score Point 2



The response demonstrates a general understanding. The response describes how the students can make sure that they use the same exact procedures and the same location each time, and how these could affect the data if not properly controlled.

Score Point 1



The response demonstrates a limited understanding. The response describes how the students should make sure that they use the same location and the same time, but the explanation is less detailed and doesn’t describe how changing these could affect the data.



Score Point 0



The response does not demonstrate understanding of the concept.

released items support materials 2014 grade 8 science

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